Melissa+Dredge

Executive Summary
Data gathering was conducted with a total of **263 responses**. Every 15th response of the data set was read in full, and then every 18th response was read in full. Tags identifying suspected themes were then explored using the filter feature and then supported, rejected, or deemed inconclusive based on a further review of the filtered responses. Components contributing to boring learning include; relying on PowerPoint presentations to teach on their own, assumptions that important content speaks for itself, putting students to sleep, poorly designed or delivered online learning, lack of interaction, and inappropriate length. Interaction, long lasting impact, challenge, action and touch were included in descriptions of fun learning.

What Makes Learning Boring?

 * 1)** **Bad PowerPoint presentations**. Creating good and effective PowerPoint presentations is an art form. Learning still requires a well-crafted content delivery method and a skilled facilitator. And, if there was a PowerPoint being used, the participants had a higher likelihood of being expected to remain seated. In total, 30 responses indicted //PowerPoint presentations// in their descriptions of the boring experiences. Ava A summed this up; “The instructor conducted the course using a power point presentation and read the entire presentation to the group. We did not interact with one another or participate in any group activities.” Listening, no interaction, and 27 of the 30 PowerPoint responses also indicated that sitting still was “Definitely Expected.”


 * 2) Worthy content cannot undo a boring learning experience all by itself. ** Contrary to the expectation of the author, boring learning experiences did not necessarily involve unimportant content. Several individuals acknowledged their need to know the information. It was everything else about the class that ruined their potential for a fun! Appletown Android reported, “Although the verbal and written class information and instruction deeply delved into the physical processes a person would take to perform numerous tasks in the Router and Switch environment...there was no hands-on experience with the actual equipment so the instructional style forced rote memorization.” Surprisingly, the expectation to Think Critically was Definitely Expected in 34.4%, and Somewhat Expected in 65.6% of the boring accounts.


 * 3) Consciousness in your audience is optimal. ** It is probably safe to assume that if you are asleep, you aren’t getting anything from the experience except for some rest! The words //sleep//, //sleeping//, //asleep//, //dozed// or //drifted//, were used by 21 of the survey participants. Jobber blamed his sleep state on difficult content; sam c attributed it to class occurring after lunch (and a boring teacher); and wen-dog reported, “There was no interaction, no role play, nothing to keep you from falling asleep.” Caffeine was mentioned in at least one report as a possible intervention.


 * 4) Distance does not always make the heart grow fonder, or the mind more informed. ** Online or self-directed learning endeavors were also found to rate a boring verdict by 20 of the survey participants. In some way most of these accounts included a description of a poorly designed curriculum, or a poorly motivated student. Tedderator reflected, “content was not interesting; presentation was not dynamic; learner's role was passive w/little accountability.” Voice and pace were also mentioned.


 * 5) Lack of interaction is epidemic in boring classes. ** Each preceding item on this list includes telling evidence that lack of interaction is fatal. Even for some of the experiences that were on field trips, where fun is frequently a key goal, the participants reported boredom due to lack of interaction. Sixteen-year old CM9573 found boredom on a trip to the Olympic training center; while 40-year old cupcake was bored on a trip to a farm (she couldn’t hear the instructors/guides). However, interaction (done well) was cited as a big factor in many of the fun experiences.


 * 6) Length of presentation was mentioned frequently for boring experiences, ** The words //length// or //long// were found in 40 of the boring survey reports. The author has experienced many training development meetings in her employment where the first item that is etched in stone for the event is the actual length of the class. Trainings seem to come in 4-hour, 8-hour, or 2-day options! Rather than focusing on the content, the emphasis is on the length of captivity. Repetitive content or prior mastery also seemed to influence their perception, “The information was good, but I had already seen 90 percent of what was being presented,” stated Joel R.

What Makes Learning Fun?

 * 1) Group interaction often fostered positive experiences.** When describing the environment for their fun learning experience, 29 participants used the words //group// or //groups//. According to the Merriam-Webster Online Dictionary, a group is, “a number of individuals assembled together or having some unifying relationship.” Breaking up into groups seems to be a positive strategy for fun learning. Even if the participants do not initially know each other, they may connect with each other over a common, specific task. The experience becomes more personal. Wen-dog describes her fun learning experience, “We interacted with the instructor, the rest of the class and our groups. We were required to constantly be involved and so my attention never drifted.


 * // 2) //** ** The fun learning experience changed the learner in a meaningful way. ** It appears many of the fun experiences took place many years ago and reveals that the individual actually learned something that they have kept with them over time. Masher shared his recollection of a high school physics class. He built a bridge out of balsa wood to demonstrate the laws of physical properties and concluded that after the experience, “he never looked at bridges the same again.” //Remember// was reported to be //Definitely Expected// in 100% of the fun learning experiences.


 * 3) Learner was challenged.** Student are often heard complaining about certain classes or tasks as hard or difficult, however a good challenge gained high marks from some respondents. Sixteen used the word //challenge//, //challenging//, or //challenged// when describing their fun learning experience. Golden Girl recalled a keynote address at a conference where the audience was tasked to solve a problem:

It was a problem to solve. It was exciting to talk to the other people sitting around me to figure out different strategies. We could talk with the presenter to ask questions, brainstorm, and have her check our strategies. There was an outcome that needed to be resolved.


 * 4) Action.** Fun experiences frequently involved some type of action. Seventy-six of the descriptions of why the person thought the experience was fun included //played//, //played,// //play,// //practice,// //try,// //demonstrate,// //present,// //created,// //made, or invent// in their responses. Teacher M reports that her chicano studies course knowing she had worked for her new knowledge, and it was satisfying to her.

I left the class with new insight and the process of finding that insight was challenging because it asked me to take risks. I had to step outside of my comfort zones and try new things.


 * 5 ) Touch.** Jhardy, 9, describes her field trip to an aquarium that included a butterfly exhibit where, “you could touch the butterflies.” Nine participants (all female) included //touch//, //touched//, or //touching// in their description of the fun learning experience. The ages of these respondents included both children and adults.

Reference
group. (2008). In //Merriam-Webster Online Dictionary//. Retrieved October 26, 2008, from http://www.merriam-webster.com/dictionary/group

Implications
I will respect my learners by investing the time and energy to design lessons appropriate to their needs, incorporate strategies to engage them and help them to be active participants in the experience. I will remember that each participant has many other things they could/would rather be doing!